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Importance of connecting cognition, intention and emotion

They identify the importance of emotion during human experience: “… each sensation … also gives rise to an affect or emotion…. It is this dual coding of experience that is the key to understanding how emotions organize intellectual capacities …” (p. 18).

TIE Theory: Assessing Educational Quality

Importance of connecting cognition, intention and emotion (cont’d)

Goleman (2011): emotional intelligence

“When we have a thought it’s immediately valenced by these brain centers, positive or negative.”

Goleman is referring to “… emotional centers in the midbrain, interacting with a specific area in the prefrontal cortex” [Kindle location 116].

TIE Theory: Assessing Educational Quality

TIE theory predicts:

To focus only on student cognitive development at the expense of intention and emotion will result in weaker or disconnected mental schema.

Such schema will lack wholeness and hence would be poorly integrated into existing mental structures, much like an uninvited guest at a party who stands in the corner of the room and does not interact with other invited guests.

If students do make cognitive gains, but they are indifferent or have negative feelings about the learning experience, then such schema would be more vulnerable to forgetting due to lack of integration.

TIE Theory: Assessing Educational Quality

On the other hand, complete connectedness occurs during learning tasks when:

Education: intended, guided learning

In other words, development of intelligence occurs through education—intended, guided learning.

Education is taken broadly: teachers are not limited to those in K-12 and college instruction; students are not limited to young people; content not limited to traditional subjects; contexts not limited to schools and universities.

TIE Theory: Assessing Educational Quality

A Metaphor of Dining in a Restaurant for Assessing Quality

Imagine we are dining in a restaurant. There are four dimensions of quality we might consider: